Communication is a complex, social and never-ending process which takes place in a definite socio-cultural environment. Prior research shows various definitions of communication. It has been defined as a ‘verbal interchange of a thought or idea’ (Hoben, 1954, 77), ‘the transmission of information’ (Berelson, Steiner, 1964, 254), ‘the primary process by which human life is experienced’ (Craig, 1999), ‘a factor that helps develop, maintain, and change cultures’ (Littlejohn, Foss, 2008,4), an everyday ‘information exchange’ (Amaritei, 2013, 279), ‘the way in which people send to each other information and messages, inevitably with different intentions’ (Dragan, 2019, 176), ‘the evolution of physical, biochemical, cellular, community, and technological information exchange’ (Gontier, 2022). Although there are differences in how various scholars define communication, all of them underline that it is an information exchange between people and/or groups of people (Dragan, 2019). Thus, for an efficient communication the relationship between people is significant, including in organisational communication. However, in practice tourism enterprises face communication problems which stem from different cultures, generations, language skills.

Theoretical Framework of the research is formed by the theories of adult learning, generational differences and intergenerational communication specifics.

Nowadays, four different generations as described by Howe and Strass (2000) – Baby Boomers (born in 1943-1960), Generation X (born in 1961-1981), Generation Y (born in 1982-2000), Generation Z (born after 2000) are participating in the labour market. Generational differences are demonstrated in the way how people work, communicate and learn. Baby Boomers are hard-working (de Oliveira Lopes Melo, de Faria, Magri Lopes, 2019), work efficiently, prefer teamworking and in-person communication (Bejtkovsky, 2016). Generation X are autonomous but ‘less patient with activities demanding time’ (de Oliveira Lopes Melo, de Faria, Magri Lopes, 2019), cautious, conservative and value direct and immediate communication (Bejtkovsky, 2016). Generation Y easily accept changes, have good digital skills (Bencsik, Horváth-Csikós, Juhász, 2016), are realistic, confident, multi-tasking and use e-mail and voice-mail in communication (Bejtkovsky, 2016). Generation Z are practical, rather intelligent, brave and like online communication (Bencsik, Horváth-Csikós, Juhász, 2016), their interpersonal communication skills are at a low level (Bejtkovský, 2016).

Generational differences exist not only in communication, but also in their attitude towards learning. In general, adults are characterized by maturity, self-confidence, autonomy, decision-making, purposefulness, but they are less open-minded and receptive to change than children (Pappas, 2013; Kraus, 2016; Luka et.al, 2020). Therefore, specific teaching/learning methods must be applied, and the teaching/learning process has to be implemented in a dialogical manner, considering learners needs and specific requirements, including generational differences.

Baby Boomers highly value traditional education system, base their learning on their vast experience (Bencsik, Machova, 2016; Bencsik, Horváth-Csikós, Juhász, 2016), have a sense of urgency and learning must be meaningful to them (Rothwell, 2008). Generation X give preference to flexibility, short-time trainings, active participation and interactivity (Bencsik, Machova, 2016; Bencsik, Horváth-Csikós, Juhász, 2016), but they are not especially fond of teamworking (Kerry, Myron, 2009), so the learning process must be flexible and active. Generation Y like learning which incorporates IT skills. They have to see immediate result in attaining their learning outcomes (Bencsik, Machova, 2016; Bencsik, Horváth-Csikós, Juhász, 2016). Generation Z are not perfect listeners and lack interpersonal skills (Kirchmayer, Fratricová, 2020), they are always online (Bencsik, Horváth-Csikós, Juhász, 2016) and like to learn individually (Seemiller, Grace, 2016) and apply digital tools.

In ECER2022 the authors presented intergenerational communication problems discovered in tourism enterprises in Latvia, Lithuania and Sweden.

The aim of the research presented in ECER2023: identify generational differences in tourism and hospitality organisations and differences in communication and offer teaching/learning initiatives and methodologies to develop adult learners’ competences to solve intergenerational communication problems.

This research was conducted in Nordplus Adult Development project „NordTourNet-3: Solving Communication Problems of Different Generations in Tourism Companies” (NPAD-2020/10015; 2020-2023) implemented in Lithuania, Latvia and Sweden. The aim of the project: study communication differences among employees and customers of four different generations in tourism companies and create an educational game facilitating intergenerational communication problem solution in tourism enterprises and compile a training material package for educators of adult learners. The research uses interpretivism paradigm to understand ‘individual cases and situation’ and meanings ‘that different actors bring to them’, and social phenomena are understood holistically (Coe, 2017, 6). Qualitative exploratory research (Collis, Hussey, 2009) applying 12 semi-structured interviews conducted face-to-face onsite or using Zoom and Cisco Webex platforms and 9 unobtrusive social observations in tourism companies was done (Aurini, Heath, Howells, 2016). Data analysis: qualitative content analysis by implementing inductive coding process (Croucher, Cronn-Mills, 2019, 162). Research question: What are the main generational differences and differences in communication in tourism and hospitality organisations and what teaching/learning initiatives and methodologies may be applied to develop adult learners’ communication competences to eliminate intergenerational communication problems? Research sample: criterion sample (Aurini, Heath, Howells, 2016) was created for interviews – owners and top-level management representatives of tourism and hospitality enterprises with having at least five years of work experience in working with people of different generations, at least two years at a managerial position, and there were at least two employees from different generations in their enterprise. Opportunistic sample was created for observations. The research period: January 2021 – June 2022. Research limitations: None of the informants belonged to Generation Z. The employees of the enterprises selected for an analysis belonged to two or three generations only with Generation X represented in 11 tourism enterprises and Generation Y – also in 11 enterprises.

All informants are directly confronted with generational differences in their organisation: responsibility, communication efficiency, stress management, self-esteem and self-confidence, loyalty to organisation, freedom and openness, attitude to work. Baby Boomers and Generation X are more responsible and more loyal to their organisation and value work more than younger generations. Lack of language skills and digital skills hinders communication efficiency. Generation X can operate in stressful situations better than other generations. Generation Y has higher self-confidence and self-esteem level than other generations. Generation Z appreciate freedom and openness more than other generations. The identified generational differences in communication process: 1) language barrier (younger generations don’t speak Russian, older generations don’t speak English); 2) different interests leading to insufficiently effective communication with other generations; 3) the need to follow a hierarchy (Baby Boomers have the largest respect for hierarchy, Generation X has the lowest); 4) differences in communication (Baby Boomers and Generation X prefer communication by phone or face-to-face; Generation Z – electronic communication; Generation Y uses all three types of communication); 5) different use of virtual space (Generation Y initiated a more active transition to a virtual space during the pandemic); 5) different use of IT (Generations X, Y, Z tend to find information on Internet); 6) different communication channels (Baby Boomers use face-to-face communication, Generation X – e-mails, Generation Y – e-mail, social media, Internet sites, Generation Z – social media and Internet sites more often than other channels); 7) different cultures (the cause for most communication problems). Such teaching/learning initiatives may be applied to develop adult learners’ communication competences: Specific training that meets the specifics of the company's activities; Digital literacy competencies (including management of communication in social networks); Public speaking courses; Foreign language courses; Marketing and sales courses; Face-to-face courses in personal communication with customers.

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